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All Journal Referensi : Jurnal Ilmu Manajemen dan Akuntansi JUPE : Jurnal Pendidikan Mandala
Pelita, Pepi Januar
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Economics, Econometrics & Finance Education

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PENGARUH PROACTIVE PERSONALITY, KNOWLEDGE SHARING, DAN OPENNESS TERHADAP INNOVATIVE WORK BEHAVIOR PADA KARYAWAN PERUSAHAAN X Azzahra, Alivia; Amar, Faozan; Zainita, Amilia; Pelita, Pepi Januar
Referensi : Jurnal Ilmu Manajemen dan Akuntansi Vol 13, No 1 (2025)
Publisher : Unitri Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33366/ref.v13i1.6789

Abstract

The ever-growing era of globalization creates increasingly fierce competition in the world of work. To survive and excel, organizations need to encourage innovation through innovative work behavior. Some of the main factors that can influence this behavior include proactive personality, knowledge sharing, and openness, which contribute greatly to the creation of an innovative and productive work atmosphere. This study aims to analyze the correlation between proactive personality, knowledge sharing, and openness to innovative work behavior. The approach used was quantitative, involving 100 employees as respondents, while data were collected through a questionnaire survey. The results of the analysis show that proactive personality, knowledge sharing, and openness contribute positively and significantly to innovative work behavior, both in partial and simultaneous analysis. The findings confirm the importance of encouraging proactive personality, knowledge sharing, and openness in organizations to enhance employees' innovative capacity.
Fun Learning Innovation as an Effective Strategy in Increasing Students’ Learning Engagement in Non-formal Education Fakhrunnisa, Resya; Karsiwan, Wawan; Fajartriani, Tia; Kadfi, Canra Muhammad; Pelita, Pepi Januar
JUPE : Jurnal Pendidikan Mandala Vol 10, No 2 (2025): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v10i2.9061

Abstract

 This study aims to examine the effectiveness of the fun learning strategy in enhancing student engagement, motivation, and academic achievement within non-formal education settings, particularly tutoring centers. A quantitative approach was employed using a one-group pretest-posttest experimental design. The research subjects consisted of 25 elementary school students enrolled in a local tutoring program. Data were collected through pretest and posttest assessments, learning motivation questionnaires, student engagement observation sheets, and supporting interviews. The results showed a significant increase in students' average scores from pretest (55.4) to posttest (78.4), alongside a rise in learning motivation scores from 3.18 to 4.5. Student engagement during the learning process was also notably high, with an average observation score of 4.55 out of 5. These findings support previous literature and demonstrate that fun learning is an effective instructional strategy in non-formal educational contexts. The study concludes that fun learning can serve as a relevant and applicable pedagogical approach to improve learning quality in tutoring institutions. It also contributes to the development of active and enjoyable learning models beyond the formal school environment.
Principal's Leadership Based on Sensemaking and Seizing in the Implementation of Education Policies in High School Pelita, Pepi Januar; Ratnasari, Ana; Adiningsih, Yulia
JUPE : Jurnal Pendidikan Mandala Vol 11, No 1 (2026): JUPE : Jurnal Pendidikan Mandala (Februari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v11i1.10269

Abstract

Rapid and continuous changes in education policy have placed high schools in a complex, ambiguous, and uncertain organizational condition. In this context, school principals are not only required to ensure administrative compliance with policies, but also to interpret policies and convert them into contextual strategic decisions and actions. This study aims to analyze the process of sensemaking of school principals in understanding education policies, examine the seizing process in strategic decision-making and mobilization of school resources, and explain the relationship between sensemaking and seizing in the leadership practice of school principals.This study uses a qualitative approach with a case study design. Data was collected through in-depth interviews with principals, observation of leadership practices, and analysis of school policy documents. Data analysis is carried out in a qualitative descriptive manner through the stages of data reduction, data presentation, and conclusion drawn.The results of the study show that sensemaking plays a role as a cognitive and interpretive foundation for school principals in understanding education policy as a transformation instrument oriented to the needs of students. The seizing process can be seen in data-driven strategic decision-making, program prioritization, and allocation of school resources to support policy implementation. The linkage between sensemaking and seizing forms an adaptive leadership pattern that allows schools to respond to educational policy dynamics more effectively and sustainably. This research contributes to the development of educational leadership studies by offering a sensemaking and seizing based on school principal leadership frameworks that are relevant to the context of high schools in Indonesia.
Co-Authors Adiningsih, Yulia amar, faozan Ana Ratnasari, Ana Azzahra, Alivia Fajartriani, Tia Kadfi, Canra Muhammad Karsiwan, Wawan Resya Fakhrunnisa Zainita, Amilia